Summary of lessons learned
Self-imposed quarantine has proved less problematic.
The timely and reliable delivery of resources (e.g. food/water) and expertise (e.g. contact tracing/safe and dignified burials) is essential to ensure cooperation and deter quarantine violation.
The commun...ities’ understanding of the benefits of quarantine and its role in stopping the outbreak is essential.
Coercion is counterproductive.
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This study examines the gendered impacts of the Ebola virus disease (EVD) in Liberia in the largest outbreak of EVD ever recorded. The findings are based on an extensive two-week desk study and one-week participatory field study conducted in January 2015 in the cities of Monrovia and Buchanan in Lib...eria
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A 2013 Plan study across 30 countries found that children with disabilities were on average 10 times less likely to go to school than children without disabilities. This report presents the findings of a follow-up second phase to the research with a qualitative study on barriers and enablers to educ...ation for children with disabilities in Nepal.
The Full Report and Executive Summary Reports in English, French and Spanish are now available for download at:
http://disabilitycentre.lshtm.ac.uk/include-us-education-study-available-now/
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This pan-African report describes and analyses the cultural, social, physical and other societal barriers preventing children with disabilities in Africa from realising their full human potential. It also describes the opportunities, initiatives and good practices that exist, that indicate the progr...ess, albeit insufficient, that has been made towards realising the rights for children with disabilities in Africa. Recommendations and priorities for action are presented which promote inclusive and accessible laws, policies, and programmes for children with disabilities throughout Africa
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Special Issue: Special Education in Sub-Saharan Africa | This special issue of our Communication*Support*World*Network*Newsletter attempts to share practical ideas and information about special education for children with disabilities in sub-Saharan Africa. Our intent is to begin a dialogue among th...ose interested in this important topic, and to promote an increased exchange of ideas, approaches, information, resources, and promising practices.
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CBM and the Global Campaign for Education 2014
Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 | Background paper prepared for the Education for All Global Monitoring Report 2015 | Education for All 2000-2015: achievements and challenges
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special e...ducation in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.
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The aim of this paper is to map and critically analyse evidence of good practice in prevention and response to gender-based violence (GBV) in humanitarian contexts which can support humanitarian practitioners and policy makers to improve the quality of GBV programming in the field. The paper is stru...ctured as follows. Following a brief discussion of key concepts and definitions in relation to GBV, Chapter 2 presents an overview of the extent of GBV in emergencies, and some of the challenges in responding to the problem. Chapter 3 then analyses some of the literature on the evidence of GBV programming effects in humanitarian settings, and draws out key lessons with regard to good practice. Chapter 4 discusses some of the key issues emerging from this review, and Chapter 5 concludes the paper with a discussion of the implications of the findings for research, policy and programming on GBV.
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This handbook reflects and updates the work that ECLAC has done in recent decades to establish a methodology for estimating the economic consequences of a disaster, and thus determine the financing required to rebuild and return the affected area to normal. The handbook's third edition strengthens p...rocedures for estimating the effects of disasters, for distinguishing between losses and additional costs and systematizing the links that exist between different sectors of the economy
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As the Convention of the Rights of Children recognizes, children are human beings with a distinct set of rights, and not the passive objects of care and charity. They deserve to be full participants in society, and to live lives free of poverty. But for children, living in poverty is particularly im...pactful. The foundations for life are built in childhood. In the early part of our lives, our bodies and brains develop their capacities to function and interact with the world. We learn the social skills we need to fit into society, and acquire the human capital necessary to earn a living, support a family, and to fully take part in the life of our community Poverty can stunt this development. So can the onset of a disability. As the World Report on Disability (WHO/World Bank 2011) points out, people with disabilities are all too often excluded from the economic and social lives of their community. And the interaction between disability and poverty has the potential to develop a vicious circle that can greatly limit life opportunities.
Working Paper Series: No. 25
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you can find all 14 Technical Booklets on Inclusive Education, produced by UNICEF, in ENGLISH. Other versions can be found on the website https://www.ded4inclusion.com/inclusive-education-resources-free/unicef-inclusive-education-booklets-and-webinars-english-version. Each Technical Booklet (and com...panion webinar) introduces a sub-theme of particular interest within Inclusive Education, and each was written by an expert, and peer-reviewed widely
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This report situates disability and inclusion within the broader context of sustainable development, with a particular focus on the Sustainable Development Goals (SDGs). The paper provides background on the historical role of the UN in promoting inclusion and outlines the current trends and challeng...es facing people with disabilities globally. The following section presents these challenges within the context of the SDGs, showing that disability needs to be tackled if the SDGs are to be achieved. It concludes with a number of recommendations for a disability-inclusive 2030 agenda for sustainable development
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Lessons from a decade of Progress